COLLEGE OF EDUCATION DEPARTMENT OF SPECIAL EDUCATION, REHABILITATION AND SCHOOL PSYCHOLOGY CALIFORNIA STATE UNIVERSITY SACRAMENTO
School Diagnostic Clinic 6000 J. Street Sacramento, California 95819-6079 (916) 278-6252
PsychoEducational Evaluation
NAME: BIRTH DATE: ASSESSMENT DATES: AGE: PRIMARY LANGUAGE:
March 29, 2011 BAM SCHOOL: 6/22/2005 GRADE: 3/1/2011 & 3/8/2011 TRACK: 5 YEARS, 8 MONTHS TEACHER: ENGLISH EXAMINER:
ELEMENTARY SCHOOL KINDERGARTEN N/A MRS. TEACHER SONDRA DEURLOO
REASON FOR REFERRAL BAM is a 5‐year‐old boy in kindergarten who was referred to the CSUS School Diagnostic Clinic by his school counselor and parents. Referring for concerns includedabout BAM’s ability to increase his reading level, trouble with sight words, and reversal of some letters. His parents would like to assist BAM as needed to succeed. BACKGROUND INFORMATION School History BAM attended preschool at M*** Montessori from 2007 to 2010. In August 2010, he began kindergarten at St. M*** Elementary School in Sacramento, CA. His kindergarten teacher shares that he is above average in math, and is at or above grade level in pre‐reading and phonemic awareness. She also comments that BAM’s fine motor skills are weak; however, they have improved greatly this trimester. Mrs. TEACHER noted that BAM lacks self‐control during circle time and discussions. She uses a classroom card system for behavior and shares that BAM responds well to this method. His teacher comments that BAM is interesting, has a great sense of humor, and never ceases to amaze her with his knowledge of animals and science in general. BAM’s mother shares that handwriting is a challenging area, and he does well with playing, socializing and computers. Family BAM is an only child who lives with both his mother and father. Mrs. MOTHER notes that the family has just finished a major remodel to their home last May and moved back into their house after spending 11 months in a rental home. However, there have been no other recent or stressful changes or events in the family. BAM’s mother commented that his maternal aunt has a learning disability and another maternal aunt has ADHD. Health and Development There were no pregnancy or delivery complications. In March 2010, BAM had a vision exam and received glasses for a major vision correction. His most recent vision exam was in January 2011. CSUS Diagnostic Clinic | 6000 J Street | Sacramento, CA 95819 | (916) 278‐6252
Comment [SB1]: Do you have more information on the exact nature and severity of the vision problem and how it may have been effecting him (before correction) and that after correction is vision is normal????
BAM
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His most recent hearing exam was in June 2010 and there are no reported hearing difficulties. According to Mrs. MOTHER, BAM began to walk at 10 ½ months and spoke his first words at 11 months. He is not currently taking any medications. Social/Emotional History Mrs. MOTHER noted that BAM gets along very well with peers, has many friends and is considered a leader by parents who have observed him. She describes him as “spirited” and “high need.” Mrs. MOTHER shared that BAM’s social and emotional development is advanced, except for his ability to handle frustration, which is developmentally behind. She noted that BAM enjoys dancing, sports games, and video games. He dislikes repetitive tasks and experiencing frustration. She noted the following strengths for BAM: great memory, clever, very verbal, strong, athletic, funny, sensitive, friendly and smart. She describes his personality as outgoing, creative, assertive, demonstrative and notes that he is a great communicator. Previous Assessments BAM has not had any previous psychoeducational testing. BEHAVIORAL OBSERVATIONS Test Taking Behavior BAM was tested over two days with both testing sessions lasting approximately two hours each. BAM easily established rapport with examiner. He openly shared about Star Wars, Mario Kart, his pet, and sports. He told the examiner he was starting T‐Ball and seemed excited about it. He also seemed to enjoy using the sticker tracking chart the examiner made to help him track his progress and would often comment about the animals on the stickers being used. BAM was cooperative throughout the examination. At times he sat still with his hands on the table, and at other times he would lean back and place his feet on the chair. He responded immediately to verbal reminders to sit up straight. When the examiner asked BAM how each subtest was, he often said “good” or “easy.” On easier test items, BAM would respond quickly. When test items became more difficult, BAM would sometimes comment about the test items, but would continue to give an answer. For example, during a subtest where BAM was required to remember symbols that corresponded with a word, he said, “Are we done with these?” However, he continued to work through the test items. On another subtest where BAM had to reproduce a picture with shapes, he said, “I didn’t like this because they don’t show us how to do it.” On the academic tests that involved reading, BAM commented that he could not read the sentence, but would still try to sound out the words and give an answer. During one math subtest, BAM indicated that he had not seen the math problems before, which indicates that the task was novel for him. Overall, he seemed to enjoy the test activities and shared that he would be receiving a Nintendo DS game system upon completion of the assessment. Validity Statement With the exception of the Reading Comprehension subtest of the KTEAII (as discussed below), the tests administered were appropriate for BAM and the purposes for which they are used. BAM is representative of the norm group, and the tests were administered following standardized procedures. BAM wore his glasses for all subtests. During the Rapid Naming subtest, BAM had trouble distinguishing between colors, which may have lowered his score. Other than this, the following test scores represent a valid estimate of BAM’s current level of functioning. At the age of 5, the tests administered are beginning to have predictive validity for future performance. CSUS Diagnostic Clinic | 6000 J Street | Sacramento, CA 95819 | (916) 278‐6252
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However, there is still a possibility that scores will vary in the future. A student’s scores become more stable after the age of 7. Increased exposure and experience with testing, especially of academic measures, may influence BAM’s scores in the future. PSYCHOEDUCATIONAL PROCEDURES The following procedures were used to obtain an estimate of BAM’s psycho‐educational functioning: Behavioral Observations Parent and Teacher Questionnaire Review of Records Guess Why Game Behavior Assessment System for Children, 2nd Edition (BASC‐2) Comprehensive Test of Phonological Processing (CTOPP) Developmental Test of VisualMotor Integration, 5th Edition (VMI) Kaufman Assessment Battery for ChildrenII (KABC‐II) Kaufman Test of Educational Achievement, Second Edition (KTEA‐II) WoodcockJohnson III Test of Achievement (WJ III ACH) PSYCHOMETRIC TESTING All psycho‐educational tests have some minor measurement error. Thus, it is best to explain scores within a range, which is referred to as a confidence interval. If BAM were to retake the tests administered, there is a good chance that his test scores would be at least slightly different due to a variety of factors (such as fatigue, motivation, interest level, health issues, and so on), but his score would fall within the range of scores provided 90% of the time. The range of scores representing each confidence interval will be indicated below within parentheses. ACADEMIC TESTING Kaufman Test of Educational Achievement, Second Edition (KTEAII) BAM’s level of academic achievement was measured using the KTEAII. It is an individually administered battery that assesses key academic skills in reading, math, and written language. The scores received in these areas suggest how BAM is performing academically. A score of 85 to 115 is average for all composite and subtest scores. The following table summarizes BAM’s KTEAII performance on all subtests: ABILITY COMPOSITES & SUBTESTS Letter and Word Recognition
DESCRIPTIONS Reading Vocabulary
Reading Comprehension** Math Composite
Ability to extract meaning from a written passage Composite of math subtests
Math Concepts & Applications
Ability to answer oral test questions related to the application of math
STANDARD SCORE 113 (109‐117)
PERCENTILE RANK/ CLASSIFICATION 81st Average
92** (87‐97) 114 (108‐120) 123 (116‐130)
32nd ** Average 82nd Average 94th Superior
CSUS Diagnostic Clinic | 6000 J Street | Sacramento, CA 95819 | (916) 278‐6252
BAM
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Math Computation
4
Written Expression
Ability to compute printed math problems Ability to write meaningful sentences and passages
98 (90‐106) 105 (96‐114)
45th Average 63rd Average
Listening Comprehension
Ability to answer oral questions about a story
113 (103‐123)
81st Average
Phonological Awareness
Ability to manipulate sounds in words
120 (114‐126)
91st High Average
The Kaufman Test of Educational Achievement is a national test of basic skills and does not reflect current performance standards of California classrooms. **Reading Comprehension score is compared to children 6 years 0 months; norms for children 5 years 8 months is not available. BAM was also given the Passage Comprehension subtest of the WJ III ACH, which provides a psychometrically valid standard score.
BAM’s scores on the KTEAII range from Average to Superior. His scores on the reading subtest indicate that he is performing in the Average range. BAM was given the Reading Comprehension subtest although norms have not been configured for students who are 5 years 8 months old. When compared to students 6 months old, BAM is still performing in the Average range. BAM was also given the Phonological Awareness subtest of the KTEAII and his score falls within the High Average range. This is consistent with his teacher’s comment that he is performing at or above grade level in pre‐reading and phonemic awareness. BAM performed differently on the two math subtests. The Math Concepts and Applications subtest required BAM to look at pictures and graphs while the examiner read the questions aloud. His performance on this subtest falls within the Superior range. The Math Computation subtest is a paper‐and‐pencil test that required BAM to answer math problems. He shared with the examiner that he had not seen problems like the ones in the response booklet. Since BAM was able to answer similar questions on the Applications subtest, his score on the Computation subtest may be an underestimate of his ability. His experience and exposure to the format of math problems may influence his performance in the future. On measures of Written Expression and Listening Comprehension, BAM performed in the Average range. Overall, BAM’s scores on the KTEAII indicate that he is performing similar to or above other children his age in academic areas.
Woodcock Johnson III Tests of Achievement (WJ III ACH) In addition to the KTEAII, BAM was given the passage comprehension subtest from the WJ III ACH. This subtest required BAM to read words and phrases and follow what they said. BAM ’s score on this subtest is 107 (101‐114), which places him at the 68th percentile and in the Average range. The examiner observed that BAM would attempt to sound out the words in a phrase. BAM’s score on this measure is similar to the reading subtests of the KTEAII and indicates that he is performing similar to other children his age.
INTELLECTUAL TESTING Kaufman Assessment Battery for Children (KABCII) To assess BAM’s cognitive functioning; the KABCII was administered. The KABCII is made up of 9 subtests designed to assess both general and specific cognitive abilities. A score of 85 to 115 is average for all Index and Overall Scores; 7 to 13 is average for the scaled or subtest scores. As CSUS Diagnostic Clinic | 6000 J Street | Sacramento, CA 95819 | (916) 278‐6252
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measured by the Fluid‐Crystallized Index, BAM’s overall cognitive abilities fall within the Very Superior range. This suggests that he has intellectual potential greater than other children his age. Index/Subtest
Description
Standard Score Or Scaled Score
Fluid‐Crystallized Index
Overall cognitive ability score
Knowledge/Verbal Ability Index Expressive Vocabulary
Vocabulary Development & Factual Knowledge Naming vocabulary items from pictures
131 (125‐135) 129 (119‐135) 17
Riddles
Answering factual questions in a riddle format Short Term Memory Span
Short Term Memory Index Number recall
13 112 (104‐118) 12
Visual/Simultaneous Processing Index Conceptual Thinking
Repeating numerals that have just been said Pointing to pictures that have just been named Ability to Work with & Mentally Manipulate Visual Patterns Nonverbal reasoning using pictures
Triangles
Copying designs with colored shapes
11
Pattern Reasoning Learning/ Long‐term Retrieval Index Atlantis
Understanding patterns among complex designs Ability to remember names paired with pictures or symbols Learning nonsense names for fish, plants and shells Learning words for symbols that make up sentences
15
Word Order
Rebus
12 120 (112‐126) 13
133 (121‐138) 18 13
Percentile Rank/ Classification 98th Very Superior 97th Superior 99th Very Superior 84th High Average 79th Average 75th Average 75th Average 91st High Average 84th Average 63rd Average 95th Superior 99th Very Superior 99.6th Very Superior 84th Average
BAM’s overall cognitive ability score falls within the Very Superior range. He scored in the Superior range on the Verbal Ability cluster, indicating that his knowledge of vocabulary and general information is well above others his age. This is consistent with the teacher’s report of his knowledge of science and animals, and his mother’s report of his verbal ability. BAM’s score on the Short‐Term Memory Index falls within the Average range, suggesting that he has the ability to remember information presented similar to others his age. BAM’s score on this subtest was indicative of a relative weakness; however, other measures of his short‐term memory during this assessment do not indicate that this is a weakness for BAM. BAM’s score on the Visual Processing Index falls within the High Average range, suggesting that BAM is able to work with and mentally manipulate visual patterns more easily than others his age. BAM’s score on the Long‐Term Retrieval Index falls within the Very Superior range and is both a relative and normative strength for BAM. This indicates that BAM has the ability to learn at a faster rate than his peers. Overall, BAM’s cognitive scores are similar or higher than his academic scores and do not indicate that BAM has any weaknesses in his cognitive profile. This The inconsistency between achievement and intelligence testing may be explained by BAM’s young age and limited exposure to academic testing. Given his high intelligence testing it is expected that BAM will CSUS Diagnostic Clinic | 6000 J Street | Sacramento, CA 95819 | (916) 278‐6252
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progress academically at a rate faster than his age peers. Assuming the validity of intelligence testing, if BAM does not progress academically at a rate at least as high as his age peers referral for additional psychoeducational testing would be indicated.
PROCESSING TESTS Comprehensive Test of Phonological Processing (CTOPP) The CTOPP was administered to assess BAM’s phonological processing, including phonological awareness, phonological memory, and rapid naming. These skills are important in learning to read. A deficit in one or more of these skills is viewed as the most common cause of reading disabilities. Composite scores have an average range of 90 to 110. Subtests are given as standard scores with 8 to 12 as average. BAM’s performance is summarized below: COMPOSITES & SUBTESTS PHONOLOGICAL AWARENESS Elision Blending Words Sound Matching PHONOLOGICAL MEMORY Memory for Digits Nonword Repetition RAPID NAMING Rapid Color Naming Rapid Object Naming
DESCRIPTION Awareness of and access to sound structure of oral language Removing sounds from words and processing remaining sounds into new words Blending sounds together to form real words Matching pictures of words with the same beginning or ending sounds Coding of information phonologically for temporary storage in working or short‐ term memory Repeating back a series of numbers Repeating back a series of nonsense words Rapid retrieval of phonological information from long‐term memory Recognizing and naming colors quickly Recognizing and naming objects quickly
COMPOSITE OR STANDARD SCORES
PERCENTILE/ CLASSIFICATION
109
73rd Average
12
75th Average
12 10 121 14 13 103 10 11
75th Average 50th Average 92nd Superior 91st High Average 84th High Average 58th Average 50th Average 63rd Average
BAM’s phonological processing skills range from Average to Superior. BAM’s phonological awareness falls within the Average range. The examiner observed that BAM was able to match pictures of words with the same beginning sound but had great difficulty matching pictures of words with the same ending sound. However, his phonological awareness still falls within the Average range and is similar to others his age. Moreover, BAM’s score of phonological awareness on the KTEAII falls within the High Average range, which suggests that BAM would not have difficulty with blending and manipulating sounds in words. BAM’s phonological memory falls within the Superior range, and is inconsistent with his Average scores in the Short‐Term Memory Index of the KTEAII. On this subtest, BAM was required to wear earphones, which may have increased his attention and concentration and partially explain his higher score. CSUS Diagnostic Clinic | 6000 J Street | Sacramento, CA 95819 | (916) 278‐6252
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BAM’s scores on Rapid Naming fall within in the Average range. During one subtest of Rapid Color Naming, the examiner observed that BAM had difficulty distinguishing between two colors and repeatedly named “orange” instead of the correct color, “red.” However, BAM was consistent throughout the subtest. The examiner corrected BAM before administering the second part of the subtest, and he read the correct color at a similar rate to the first part of the test. This suggests that the validity of the test was not compromised; however, this may be an underestimate of his rapid naming ability. Overall, BAM’s phonological processing skills are not indicative of a reading disability.
The Developmental Test of VisualMotor Integration, 5th Edition (Beery VMI) The Beery VMI is a developmental sequence of geometric forms to be copied with paper and pencil. The Beery VMI is designed to assess the extent to which individuals can integrate their visual and motor abilities, or eye‐hand coordination. On this measure BAM obtained a standard score of 97, which falls at the 42nd percentile rank and in the Average range. While this score is lower than BAM’s cognitive profile, it is similar to others his age. Moreover, BAM’s teacher commented that his fine‐motor skills are greatly improving this trimester. BAM’s major vision correction last year may explain why tasks that require visual acuity are improving.
SOCIALEMOTIONAL FUNCTIONING Behavior Assessment System for Children2 (BASC2) The BASC2 is a multidimensional rating system used to evaluate behavior and self‐perceptions of children and youth from pre‐school through age 21. Both problem and adaptive behaviors are evaluated. Scales rated as “At‐Risk” indicate either a significant problem that may not be severe enough to require formal treatment, or a developing problem that needs careful monitoring. Ratings of “Clinically Significant” suggest a high level of maladjustment. Respondent Mother (PRS‐A)
Father (PRS‐A)
Respondent Mother
Clinical Behaviors AtRisk (6069) None Hyperactivity (64): the tendency to be overly active, rush through work or activities, and act without thinking; Aggression (63): argumentative, defiant and/or threatening to others; Externalizing Problems (65): problems that can be observed; Anxiety (62): worry, nervousness, and/or fear; Depression (60): withdrawn, pessimistic and/or sad; Somatization (63): health related concerns such as headaches or stomach aches; Internalizing Problems (65): problems within the child that cannot readily be seen, such as depression and anxiety None Anxiety (60): see above; Somatization (60): see above; Internalizing Problems (61): see above Adaptive Behaviors AtRisk (